Plans

RECLAIMING EDUCATION

an expanded and updated version of an article that first appeared inEncounter: Education for Meaning and Social Justice

The Good News has 3 inseparable messages: 1) The universal accessibility of 1)..the personal and persistent unrestrained love and unconditional grace of God; and 2) The feeding quenching clothing healing visiting welcoming compassion and 2)..the reparative rehabilitating restorative justice of the Community; and 3) The inclusive hospitality and joyous generosity and healthy service of the Individual. ......................................................................RECLAIMING CHURCH - REDUX

The Good News is about being the Kingdom of God here and now. The Good News does not oppose the Empire. The Good News is constantly engaged in non-violently replacing the Empire with the Kingdom of God. To that end, having only a well-defined theology of love, grace, compassion, justice, hospitality, generosity, and service is not enough. The true measure is how that theology is lived and shared and how it imbues and informs the life of the disciple. The Good News is not about yearning for or being promised a future and distant post-mortal eternal reward as payment for a temporary existence marked by guilt-ridden culturally-acceptable behavior and tightly-held xenophobic beliefs. The Good News is about being and proclaiming and provoking the Kingdom of God here and now in all aspects of our lives. One such aspect is education, especially public K-12 education.

THE PURPOSE OF EDUCATION

What Is Not Education? Education is not for the betterment of the local economy, the gross national product, or the global society. Education is not about transforming, unifying, or homogenizing society. Education is not a solution for the problems of society – neither problems that are persistent and universal nor problems that are uniquely contemporary. Education is not about providing competent trained workers for future employment. Education does not transform students into either an intellectual natural resource or a pool of human capital – these concepts have no basis or existence in reality. Education is not the means by which we can gain a national economic competitive edge over other nations. Education is not about preparing students for college. It is not an event in some imaginary ongoing international academic competition. Acquiring an education from a public school system is not an act of consumerism (Bracey 2008) because public education is not a product, not a business, not a manufacturing process, and not an industry. Neither competence in passing a specific test nor receiving narrowly focused training qualifies as an education (Houston 2007).

Such purposes and goals are wrong. Such purposes and goals cause a destructive mutation of the education process. Such purposes and goals subject children to treatment that must be labeled and rejected for what it is – criminally coercive and abusive.

The Six Purposes and Obligations of Education First, the most important obligation of any education system is to recognize that each child is a unique individual – there is no such thing as a standard child (Rakow 2008). Any system that has any other primary obligation is neither about nor providing education. The uniqueness of each child requires unique accommodations. Instead of forcing a child into a predetermined or standardized schedule and set of expectations, we have an obligation to adapt to each child’s unique set of capabilities, boundaries, and rate of development. To do otherwise is counter-productive, if not harmful. Children are who they uniquely are. Children are not who we want them to be or who we think they are. Children are not indistinguishable widgets on an education assembly line (Johnson 2006).

The quality of an industrial product can be measured. An industrial process begins with specified and consistent raw materials that meet the requirements of the process. Then, in accordance with a pre-designed detailed plan, the raw materials are incrementally transformed into a finished product. At each step of the transformation process, there are standards that must be met for the process to continue and, eventually, successfully produce the expected final product. The continuous process is constantly producing identical finished products. Each finished product, within very tight tolerances, must meet specifications or be rejected. A specific quantifiable result is expected and each finished product must meet all predetermined expectations with a high degree of measurable precision. The metrics and processes used in industry and business to measure and achieve and control quality cannot and must not be applied to education. Students are not a raw material. There are no rejects. There cannot be a pre-specified final product. Education is not an industrial process.

A successful education can not be measured collectively. It can be measured only individually and only independent of the results and achievements of others. The education process is not a series of assembly-line increments occurring at fixed intervals at controllable rates with repeated predictable results. Education does not yield a predetermined finished product. The success of an education is not measured by how well it matches blueprint specifications. The success of an education is not measured by how well an individual can recall and repeat what has been learned. The success of an education is measured by how well an individual extends and expands and enriches what has been learned and uses what has been learned to solve problems and create solutions, to create new knowledge and new art. The end result of education cannot be designed or mapped. Education cannot use an unchanging collective blueprint expecting to manufacture identical results. Indeed, the end results of education must not be identical or even uniform. The end result of education is controlled by the unique internal, changing and maturing qualities of the individual student and not by any external expectations, designs, or controls. Education is a process of assisting individual intellectual growth, the discovery of personal strengths and talents, and the maturation of the person as an individual and a social being – a process that does not end with graduation from high school or college. Education has no end result - there is no final product, there is no finished inventory.

Education is only a part of an ongoing life-long process. Training and regimentation and indoctrination are used to make people more nearly identical in some skill or behavior or response or thought. Education is about enriching the natural uniqueness of each person (Houston 2007). Education increases diversity, differentiation, and variability among individuals and decreases uniformity and conformity (Eisner 2001). The sole focus of an education system is the individual child – not parents, not colleges, not corporations, not government, not society, not the economy, and not the future of any other single or group entity. The future is always and inescapably unpredictable, indiscernible, and unknowable - the future does not yet exist. It is irresponsibly presumptuous for any adult to choose a future for a child or to preemptively limit the future of a child. The whole spectrum of future possibilities of each child belongs only and entirely to that child.

Second, an education system has an obligation to discover the talents and strengths of each child, then nurture each child’s confidence in and mastery of those talents and strengths, and provide the opportunities and resources necessary for each child to concentrate and focus on their talents and strengths, explore them in-depth (Eisner 2001) and nurture them to their fullest potential - as chosen and desired by the child.

Third, an education system has an obligation to allow, encourage, and protect generous amounts of unstructured time for a child to engage in child-initiated child-organized freely-chosen play, to explore, and to be creative in serious thought and fanciful imagination – both in solitude and in cooperation with other children. (Bergen & Frombert 2009) (Chmelynski 2006) (Elkind 2001 p. xvii) (Ginsburg 2007) (Jacobson 2008) (Satcher 2005) “Play is essential to the cognitive, physical, social, and emotional well-being of children and youth.” “Play allows children to use their creativity while developing their imagination, dexterity, and physical, cognitive, and emotional strength. Play is important to healthy brain development.” “Play is integral to the academic environment. It ensures that the school setting attends to the social and emotional development of children as well as their cognitive development.” (Ginsburg 2007 p. 183)

Fourth, an education system has an obligation to promote within each child a constant self-awareness and self-knowledge and an independent personality, intellect, voice, and initiative. Education encourages a questioning spirit and stifles blind acceptance. The goal of education is to facilitate the acquisition by each child the capability for logical reasoning and evaluation, and the skills for: locating and gathering information, problem-solving, making plans and setting priorities, cooperating with a group without being subservient to the group, sharing knowledge and skills, and being able to earn respect in other cultures while being respectful toward those other cultures (Berliner & Biddle 1995 p. 301).

Fifth, the purpose of an education is to provide each child with the widest exposure to the best of human knowledge in all disciplines; and the widest variety of the best artistic descriptions and expressions of humanity and the human experience; and to provide ample opportunity to experience, understand, and appreciate the natural environment and learn good stewardship of natural resources.

Sixth, a successful education assists each child in acquiring the intellectual and social tools to traverse the world, retaining at least a cautious, if not enthusiastic, curiosity and become a person who is open to, and even desires, continuous life-long learning. Education enables learning. At its best, education inspires a joy for learning (Rakow 2008). Education does not subvert learning to a test score, a hurdle, an obstacle to be conquered, or just another difficult life passage that just has to be endured (Eisner 2001).

What is an Educator? There is no such thing as “teaching” or a “teacher.” There is no way any “teacher” can force knowledge into the mind of a student who is not present, willing, and engaged. There is no research that demonstrates a humane teaching method that is so universally efficient, effective, and largely and continuously successful that the teacher using the method can be held accountable for the results regardless of the participation and attitude of the student (Ediger 2007). In the way the word is commonly used, there is no such thing as “teaching.” There is only learning – a life-long, complex and multi-dimensional, internal individual process unique to each person (Crain 2008)(Driscoll 2005 p. 2)(Johnson 2006). No matter the education or years of experience, the hours of lesson preparation, the quality and intensity and creativity of the lesson presentation – nothing is learned until the student “gets it” (Driscoll 2005 p. 22) – a task and process over which the educator has no control and for which no educator and no school can be held accountable. There is no such thing as teaching that forcibly, controllably, and measurably inserts knowledge or skills into a student. There is only learning.

Well documented are the many ways in which children, starting at birth or earlier, learn on their own (Crain 2005, pp. 143-145) – for example: object permanence (even though mother is out of sight, mother still exists) (Crain 2005 pp. 120-121, 310-312), eye-hand coordination, vocabulary and grammar (Crain 2005 pp. 69-70, 349-359), walking – to name a few. There is no evidence that this internal ability to learn solitarily is ever replaced or largely supplanted by an external process. A normal healthy person never releases or loses the ability to learn. Learning is solely a capability and responsibility of the individual student. Learning is only in the internal cognitive domain of the individual student. It is the student who has to acquire, retain, and integrate new knowledge. It is the student who either assimilates the new knowledge within his or her existing knowledge set or it is the student who must accommodate the new knowledge by redefining or reorganizing his or her existing knowledge set (Crain 2005 p. 115)(Berliner & Biddle 1995 p. 303). Regardless of how the new knowledge is integrated, all of it happens only within the mind of the student – and only if the student is capable – and only if the student makes it happen.

Educators who are well-qualified, caring, and dedicated are critically important and absolutely necessary to the fulfillment of the purposes and obligations of education. Educators are knowledge experts and instructional presenters and trainers and facilitators and guides and mentors and motivators (Bartholomew 2007). An educator is the catalyst that makes learning easier (Merkle 2008) and “more intense and lasting” (Smyth 2005). The traditional concept that an educator can – somehow or in any way – shove knowledge into the mind of a student is false and invalid to the point of being knee-slapping gut-busting laughing-out-loud ludicrous. The true role of the educator is to be an astute observer of each student’s level of mastery, make note of what specific difficulties a student had in obtaining that level of mastery, assess the student’s preparedness and receptiveness for new knowledge, and choose the appropriate methodology for either reenforcement of knowledge currently being learned or progressing to learning new knowledge (Crain 2005 pp. 239-240)(Ediger 2007). A good educator is: a responsive coach, an enthusiastic cheerleader for student efforts and achievements, a servant-leader (Greenleaf 2008), an efficient and effective manager and provider of classroom assets, subject-knowledgeable, available, accessible, affirming, supportive, a gentle guide for the first learning step and for each transition to the next level of learning (Crain 2005 pp. 239-240), manages an age-appropriate richly-stimulating learning environment, and provides an atmosphere of joy (McReynolds 2008). It is not about teaching, it is about reaching.

Educators cannot be held accountable for what students learn. Educators can be held accountable for their professional behavior and use of best practices – just like any other licensed professional. Education is not a technical trade. As a profession, education is built upon personal expertise in concepts and rules and expertise in observing and analyzing how those concepts and rules can best be applied to each student. As a profession, education cannot be constrained to predefined sequences and timelines or inescapably bound by externally chosen tasks. As a professional, an educator must have the liberty to take advantage of new tools, new methods, spontaneous opportunities for object lessons or meaningful tangents, or to initiate a new activity – even on the spur of the moment. Professional accountability sets high standards for personal conduct and for the quality of the service delivered. As long as those standards are met, it is the personal expertise of the individual professional that determines which methods are to be used to fulfill their professional obligations. Implicit within professional accountability is trust and freedom, not blame and control. “While you can beat people into submission, you can’t beat them into greatness” (Houston, 2007, p. 747).

SUMMARY Education has an obligation to recognize at all times the unique state of developmental readiness of each individual child, the universal necessity for play, and to protect and enable the right of each child to have a life and future of their own choosing that aligns with their unique strengths, talents, and interests. The purpose of education is to enable the widest and most diverse possibilities for the future of each child. It is only the unique strengths, talents, and interests of the individual child that should limit possibilities or choose a specific path.

References Bartholomew, B. (2007 April). Why we can’t always get what we want. Phi Delta Kappan, 88(8), 593-598.

Bergen, D. & Frombert, D. P. (2009 February). Play and social interaction in middle childhood. Phi Delta Kappan, 426-430.

Berlinger, D. C., & Biddle, B. J. (1995). The Manufactured Crisis. New York: Basic Books.

Bracey, G. W. (2008 June). Research: Assessing NCLB. Phi Delta Kappan, 89(10),781-782.

Chmelynski, C. (2006 November). Play teaches what testing can’t touch: Humanity. The Education Digest, 10-13

Crain, W. (2005). Theories of Development: Concepts and Applications, 5th Ed. Upper Saddle River, NJ: Pearson/Prentice Hall.

Crain, W. (2008). Personal email, July 3, 2008.

Driscoll, M. P. (2005). Psychology of Learning for Instruction, 3rd. Ed. Boston: Allyn and Bacon.

Ediger, M. (2007 September). Teacher observation to assess student achievement. Journal of Instructional Psychology, 34(3), 137-139.

Eisner, E. W. (2001 January). What does it mean to say a school is doing well? Phi Delta Kappan, 82(5), 367-372.

Elkind, D. (2001). The hurried child: growing up too fast too soon, 3rd Ed. Cambridge, MA: Da Capo Press.

Ginsburg, K. R. and the Committee on Communications and the Committee on Psychosocial Aspects of Child and Family Health. (2007 January). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191. Retrieved April 25, 2009 from www.pediatrics.org

Greenleaf Center for Servant Leadership (2008). http://www.greenleaf.org/index.html

Houston, P. D. (2007 June). The seven deadly sins of no child left behind. Phi Delta Kappan, 88(10), 744-748.

Jacobson, L. (2008, December 3). Children’s lack of playtime seen as troubling health, school issue. Education Week, 28(14) 1-15. Retrieved April 25, 2009 from Academic Search Premier database.

Johnson, A. P. (2006 Sept/Oct). No Child Left Behind: Factory models and business paradigms. Clearing House, 80(1), 34-36.

Merkle, L. D. (2008) personal email, July 21, 2008.

McReynolds, K. (2008 Spring). Children’s happiness. Encounter: education for meaning and social justice, 21(1), 43-48.

Rakow, S. R. (2008 Winter). Standards based v. standards-embedded curriculum: Not just semantics! Gifted Child Today, 31(1), 43-49.

Satcher, D. (2005 September). Healthy and ready to learn. Educational Leadership, 26-30

Smyth, T. S. (2005 Fall). Respect, reciprocity, and reflection in the classroom. Kappa Delta Pi Record, 42(1), 38-41.

Disciples Don't Have Bishops. We Have Bloggers!

“Disciples don't have bishops. We have editors.” So it has been said of us throughout the more than two centuries of our journey to faithfully follow in the way of Jesus, the Christ. While recognizing the need for structural leadership in the church, Disciples have always been more focused on the ability of words to inspire, challenge, educate, and equip those who bear the name of Christ than in the power of bureaucratic structures to affect change in this world.

When Alexander Campbell began The Christian Baptist in the early 19th century, it was a small, monthly print publication that enjoyed a limited circulation on what was then the Western American frontier. Gradually, though, Campbell's writing gained a wider audience as the Disciple plea for unity and simplicity through a return to the traditions of the early church grabbed the attention of a religiously weary populace. Campbell soon changed the name of the publication to The Millennial Harbinger to reflect his belief in the Church's progress toward reclaiming its unity and furthering its mission. Barton W. Stone, Campbell's colleague in the struggle for unity and simplicity, also published a monthly journal, The Christian Messenger, offer his unique perspective along with Campbell's to the emerging movement that would become the Christian Church (Disciples of Christ). Throughout the 19th century, Campbell's words and those of their successors at The Christian Evangelist, The Christian Standard, and The Christian Oracle (now The Christian Century) challenged and inspired Disciples in their journey of faith. By the mid 20th century, The Christian Evangelist had dropped Evangelist from its banner and had become the central voice for Disciples. As the process of restructuring the congregations, ministries, and institutions of the Disciples into the Christian Church (Disciples of Christ) progressed, it was championed by those who edited The Christian, which soon became known as The Disciple, the official organ of the newly restructured denomination.

Members of our tradition have long valued an educated clergy and laity, encouraging a parity between those in the pews and those lead us in our common life together. Central to this parity has been the idea that dialog, both in person and in print, is key to bridging the gap between ministers and those with whom they serve. Disciples have had a long history of supporting print publications through subscriptions, advertising, and dedicated readership, but as times have changed, so too have Disciples.

Rumblings of trouble began at The Disciple in the early 1990s, and though several attempts at redesign, refocusing, and reducing costs were made, the publication folded in 2001. The demise of The Disciple left a hole in the church's communication system, one that the Office of Communication at the General Offices in Indianapolis tried to fill in the spring of 2001 with Disciple Digest, a monthly web publication. Disciple Digest, while a gallant effort, received a tepid response at best from a church often suspicious of all things emerging from its General Offices. Disciples value the free and honest exchange of information and ideas. We have little patience for “official” publications, even when offered with all due respect and good intentions. Such reticence led Jack Suggs and Robert Friedly, former publisher and editor of The Disciple magazine to create a non-profit corporation and invest a great deal of their own money in trying to revive publishing among Disciples in late 2001. DisciplesWorld magazine was born out of their endeavors, and while struggling in its first months of existence, the journal came to be regarded as one of the best religious journals in the United States. During it's eight year run, DisciplesWorld inspired, informed, challenged, educated, and entertained the denomination, and while expending a significant amount of energy and resources, the changing times and economy finally sealed the publication's end in late 2009. DisciplesWorld wasn't alone, though, in its final months, as hundreds of print publications either ceased to exist or became Internet only publications, among them United Church News, the official voice of our sister denomination, the United Church of Christ.

The world of publishing has changed considerably, but the need for conversation and dialog about the tough issues of the Christian faith has only increased. The time for print publications may have passed, but the need to keep those who seek to follow Jesus in the Christian Church (Disciples of Christ) connected and informed has become all the more important. Ignorance and isolation abound in our church and if we are to fulfill our mission of being a church that embodies true community, deep Christian spirituality, and a passion for justice, we must be connected to one another and share our insights as we struggle in our attempts to be faithful to the Gospel of the One who has claimed our lives in the waters of baptism and who nourishes us for the journey of faith at the table of Christ.

Blogs (short for web logs) became popular at the beginning of the 21st century, particularly among youth and young adults who sought ways of sharing their thoughts in more dynamic ways with family, friends, and the larger world. By the end of the first decade of the 21st century, blogs have become as widely read as print publications, challenging long running print publications to move toward publication in blog form. While DisciplesWorld made a worthy effort to transition to an online publication, circumstances prevented the move, leaving a void for others to fill. It is with deep respect and tremendous gratitude to those who have gone before us that we offer D[mergent] as one attempt to further build community and continue the conversation among those who seek to follow Jesus in the Christian Church (Disciples of Christ).

Perhaps, as we move into the future that God is creating in, among, and through us, we will be able to say, “Disciples don't have bishops. We have bloggers.”

--The Rev. Wes Jamison, B.A., M.Div., Minister-at-Large for the Christian Church (Disciples of Christ) and the United Church of Christ, Chair of the GLAD O&A Ministries Team, Qualified Mental Health Professional, and Contributing Editor for [D]mergent